


Twelfth Series, No. 9 January 1 , 192 1 



Gteacfjer* College bulletin 




A SCALE FOR MEASURING THE 

IMPORTANCE OF HABITS OF 

GOOD CITIZENSHIP 

With Description of Its Use in a New Report 
Card at the Horace Mann School 



By SIEGRIED MAIA UPTON 

Teacher of the Fifth Grade, Horace Mann School, Teachers College 

and CLARA FRANCES CHASSELL 

Psychologist of the Horace Mann School, Teachers College 



Published by 

{Eeacjjers College, Columbia WLni bertfttp 

525 West 1 20th Street 
New York City 

Monograph 



©CU611639 
Ceacljers College bulletin 



Twelfth Series, No. 9 January 1, 192 1 

Published fortnightly from September to May, inclusive. Entered as second-class matter 
January 15. 1910, at the Post Office, New York, N. Y., under Act of August 24, 1912. - 

Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 
3, 1917, authorized. 



APR U^ 



; lib 

A SCALE FOR MEASURING THE IMPORTANCE 
OF HABITS OF GOOD CITIZENSHIP* 

With Practical Application to a New Report Card 

By SIEGRIED MAIA UPTON 

Teacher of the Fifth Grade, Horace Mann School, Teachers College 

and CLARA FRANCES CHASSELL 

Psychologist of the Horace Mann School, Teachers College 

For a number of years the school reports of the Horace Mann 
Elementary School were similar to those in use in the majority 
of schools. The child was graded in each school subject by the 
teacher, the symbols I, 2, 3, and 4 being used in place of the 
more common A, B, C, and D. There was one additional feature, 
however; the items courtesy, promptness, and system, marked 
in the same manner as the regular school subjects, were also 
included. 

Dissatisfaction with the system had been evident for some 
years. Reasons for this feeling will easily suggest themselves to 
those who have used this type of report. In the first place, the 
teachers were unable to grade accurately their twenty or more 
pupils in the many school subjects. Furthermore, the teachers 
had different standards of marking, as was evident from study 
of the grades turned into the ofhce; a V given by one teacher, 
for example, might correspond to a '2' given by another. 

A still more serious difficulty was presented by the effect which 
this type of report had upon the children themselves. As so 
often happens when a marking system of any kind is in use, 
the children were working for the 'grade' rather than for the 
mastery which the grade signified. This tendency was being 
encouraged by some injudicious parents who were offering their 
children rewards of various kinds for attaining high marks. 

A third inadequacy was all the more serious in view of the mis- 
interpretation to which it gave rise. In spite of the fact that 
the Horace Mann School had attempted to lay implicit emphasis 

♦Reprinted from Teachers College Record, Vol. XX, No. i (January, iqiq). 
Copyrighted, 1919 and 192 1, by Teachers College. 



4 TEACHERS COLLEGE BULLETIN 

on character formation as the most vital function of the school, 
only occasional, if any, reference to progress in character develop- 
ment in the children was made to the parents. Naturally the 
parents and pupils felt that the school was sending home on the 
regular report card the information about the child which was 
considered most important; and the teachers themselves, for a 
similar reason, were likely to view the instruction in the tradi- 
tional school studies as their chief duty. 

In order to consider the preparation of reports for the elemen- 
tary school which should be free from as many of these objec- 
tionable features as possible, a committee of two, consisting of 
the writers, was appointed. The new system which is here 
described was subsequently devised; and, so far as its main 
features are concerned, was put in operation as an experiment in 
September, 1918, in the Horace Mann Elementary School of 
Teachers College and the Scarborough School, Scarborough-on- 
Hudson. 

The first feature of the new plan is the report sent quarterly 
to the parents. This is printed on heavy letter paper so that it 
can be folded and inserted in an ordinary envelope. The form 
is reproduced on the following page. 

As is evident from an examination of the forms presented, the 
report as now in use has two distinct parts, the first relating to 
studies, and the second to habits and attitudes desirable for 
good citizenship. The part devoted to studies differs in two 
respects from the report card formerly used. In the first place, 
only those studies in which the child is above average and below 
average are specified, no particular reference being made to 
those studies in which he is doing average work. A complete 
list of the subjects which the child is pursuing is given on the 
reverse side of the report. The term 'average' is defined as "the 
achievement in a given subject of the middle half of a representa- 
tive class." In the second place, subjects "that show particular 
improvement" and those "in which the child apparently is not 
working to the best of his ability" are listed. By reporting these 
items the teacher may encourage the children who are doing well, 
although perhaps standing low; and, on the other hand, may 
arouse to better effort those standing high, but not working to 
the best of their ability. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 5 

(front of card) 

Horace Jfflamt €lementarp ikfjool 

1918-1919 Parents' Report Quarter 

Name Grade Room 

I. Studies 

1. Above average 

2. Below average 

3. That show particular improvement 

4. In which the child apparently is not working to the best of ability 

II. Habits and Attitudes Desirable for Good Citizenship 

1. Which are unusually well developed 

2. Which need careful training 

3. In which improvement has been marked 

Number of Days in Quarter Days Absent Times Tardy 

(Detach here) 



Name of Pupil 



(reverse of card) 

EXPLANATION 

The word 'average' is used to indicate the achievement in a given subject of the 
middle half of a representative class. 'Above average' or 'below average' indicates 
the achievement of that per cent of the class (approximately twenty-five per cent) 
that is above or below this middle group. Only the best and the worst points are 
mentioned, both in studies and in habits and attitudes. 

The studies unchecked in the list below are those which your child is pursuing. 
No specific mention of a subject on the other side of this sheet implies that the 
work is average. 

Reading Penmanship 

English Music 

History Fine Arts 

Geography Industrial Arts 

Arithmetic Physical Education 

Science 

Pupils whose work is average or above average in the essential school subjects 
will be ready for promotion to the next grade at the close of the year. 

(Detach here) 

Parents' Comment 



Date Signed. 



PLEASE DETACH THIS SLIP AND RETURN IT PROMPTLY TO THE CLASSROOM TEACHER 



6 TEACHERS COLLEGE BULLETIN 

In the second part of the report card only the habits and atti- 
tudes in which the child is notably strong or weak are reported, 
no mention being made of those which show average develop- 
ment. The phrases, "which are unusually well developed" and 
"which need careful training," correspond, respectively, to the 
terms "above average" and "below average," used in reference to 
school studies. Habits and attitudes "in which improvement has 
been marked" are also reported. 

HABITS AND ATTITUDES OF GOOD CITIZENSHIP AND THEIR 
RELATIVE IMPORTANCE 

From this description of the plan it is apparent that so far as 
the second part of the report is concerned, considerable disa- 
greement as to essential items to be reported home to the parent, 
and misunderstandings due to misinterpretations of the terms 
used, would at once be encountered unless some standard was 
provided to which reference could be made. In the preparation 
of such a standard two questions would necessarily have to be 
answered: "What are the habits and attitudes desirable for 
good citizenship in an elementary school community?" and 
"What is their relative importance?" 

In order to meet this need, Chart I, entitled "Habits and 
Attitudes Desirable for Good Citizenship in the Elementary 
School," has been prepared, which the reader should give a cur- 
sory examination before proceeding further (see pp. 21-27). 
Chart I attempts an analysis of conduct in terms of the concrete 
and specific habits and attitudes which should characterize a child 
who is taking his part as a good citizen in an elementary school 
democracy. By means of such an analysis it becomes possible 
to describe a child's conduct in definite terms as well as to 
facilitate the process of desirable character development. For 
example, the performance by a child of the greater part of the 
acts listed on page 26 of this chart, under the heading "Is Courte- 
ous and Considerate," gives objective indication of the fact that 
the child shows courtesy. 

Chart I, furthermore, provides definite information with 
regard to the relative importance of the items which are listed 
in it. This was made possible by the cooperation of over seventy 
judges, including teachers and supervisors in the fields of kinder- 



MEASURING THE HABITS OF GOOD CITIZENSHIP 7 

garten, elementary, secondary, and religious education; special- 
ists in other fields; and parents. These judges were given the 
items of Chart I printed in miscellaneous order without classifi- 
cation under their main headings, with the instruction to dis- 
tribute the items into ten groups, putting into group 10 those 
which seemed most important from the point of view of their 
value as elements in democratic citizenship in the case of ele- 
mentary school children; in group 9, those which seemed next 
most important from this standpoint; and so on. Subsequently, 
the items were classified by the writers under the main headings 
in the order of relative importance as determined by these judges, 1 
the most important first. Chart I gives the list of items as thus 
classified. The numbers appearing in Chart I in the column at 
the left of each item give the group numbers assigned by these 
judges to the various items, the most important being indicated 
by the number 10, those next important by the number 9, and 
so on to those least important which are indicated by the number 1 . 
The numbers given in parentheses at the end of each item are 
more exact determinations. 2 Thus the numbers in Chart I 
represent the composite judgment of over seventy persons. 

It is interesting to note in Chart I, for example, that it is the 
consensus of opinion that a habit such as "Puts on or removes 
wraps quickly," listed on p. 22, is of trivial importance, since it is 
rated as I, and should, therefore, receive comparatively little 
attention from the teacher; while a habit like "Tells the truth 
without flinching or compromise, trying to give a correct im- 
pression," given on p. 24, which is rated 10, is of primary impor- 
tance and should be carefully considered when the teacher is 
making out the report card. 

The opinions of individual teachers as to the importance of a 
given habit will differ at times from that indicated in the chart; 
but since it is advisable to have uniformity in the reports of the 
several teachers of the school, it is assumed that they will agree 
to accept the ratings of Chart I regardless of their individual 
judgment in the matter. Moreover, the fact that Chart I repre- 
sents the composite judgment of over seventy persons is a suffi- 
cient justification for suggesting that the teacher report in 

1 The method followed in obtaining this composite judgment is given on page 12. 
* For an explanation of this exact determination, see p. 13. 



8 TEACHERS COLLEGE BULLETIN 

harmony with it. The chart will thus serve as a guide to the 
teacher in keeping before her the more important specific habits 
and attitudes and will enable her to avoid stressing overmuch 
the less important ones. 

Several characteristics of Chart I may be pointed out. It 
should be noted that an attempt has been made to incorporate 
in the chart as many kinds of habits and attitudes as possible — 
physical, mental, moral, social, and religious. The items have 
been worded for the most part in such a way as to emphasize the 
formation of desirable responses rather than the inhibition of 
undesirable ones. The aim has been to choose those habits and 
attitudes that are of social significance and to stress the necessity 
for each one to work for the well-being of the group rather than 
for personal ends. In determining the items to be included, the 
pupil was thought of not only as a child but also as one in the 
process of becoming an adult citizen. 

Two features of the report to the parents should be noted. 
The child must strive to improve in some element of conduct 
each quarter in order to have it noted on the next report card 
that is sent home. The rating of the various habits and attitudes 
according to their importance makes it possible for the teacher 
in a personal interview with the parents to indicate just what 
stage the child has reached in reference to the formation of these 
particular habits and attitudes that a good citizen should possess. 

It is realized that, although listing nearly two hundred items, 
Chart I is not as yet complete. It should be revised from time 
to time on the basis of extended observations of children in 
action. 

Perhaps the best citizenship chart would be the one which 
each grade or group of grades would make for itself. Thus the 
habits considered desirable for the first two grades might differ 
in some respects from those suitable for the fifth and sixth grades. 
The making of such a specialized chart would be a project worthy 
of the best effort of which a class is capable. In making such a 
chart a problem in conduct or in good citizenship would be faced 
as it comes up and the item then added to the grade chart. Such 
a chart would be more valuable, even though it were crude in 
form and expression, than one that might be prescribed for the 
grade. Such grade charts would also avoid the danger that 



MEASURING THE HABITS OF GOOD CITIZENSHIP 9 

might come from Chart I if it were forced upon the child as a 
standard to which he must measure up 1 , whether or not he was 
ready to accept that standard. The primary purpose of Chart 
I is to serve as a guide to the teacher. 

A QUANTITATIVE MEASUREMENT OF CONDUCT 

Should an objective quantitative measurement of conduct in 
individual cases or in small groups of children prove desirable, 
an instrument for this purpose is provided in Chart II which 
the reader will find it helpful to examine at this point (see pp. 28-32). 
This is an earlier form of Chart I and differs from the latter in 
organization, in the number of items included, and especially in 
the method by which the various items were evaluated* Chart I 
incorporates such changes as were suggested by the criticisms 
of the judges who rated Chart II. The numerical values in 
Chart II appearing in the vertical columns at the right of each 
item are to be interpreted as follows: (1) Those in Column E 
represent the consensus of opinion of one hundred educators, (2) 
those in Column S the consensus of opinion of twenty- two spe- 
cialists 3 in fields other than elementary and secondary education, 
(3) those in Column P the consensus of opinion of twenty-five 
parents, and (4) those in Column C the composite judgment of all 
three groups. These numbers represent the values determined for 
each of the items on the basis of 1,000 as the total number of 
points to be assigned all the items in the chart. 4 It should be 
noted that the numbers in Chart II are of very different sig- 
nificance from those already given in Chart I, the latter repre- 
senting group numbers signifying relative importance rather 
than numerical values determined with reference to 1,000 points 
as a base. 

By consulting the several columns on page 28, it is seen that 
"Is cleanly in habits and person" is assigned a value of 15 points 
by educators, 14 points by other specialists, 18 points by parents, 
and 15 points as the composite judgment of all three groups. 

1 These specialists included psychologists; philosophers; mathematicians; ex- 
perts in civics, social work, vocational education, and religious education; a 
criminologist; a lawyer; a probation officer; a representative of the Boy Scouts 
of America; a physician; clergymen; a Wall Street banker; and a chemical 
engineer. 

* See pp. 14-16 for an explanation of the derivation of the scale. 



10 TEACHERS COLLEGE BULLETIN 

"Holds the book in correct position when reading or singing" is 
considered less important by each of the three groups since it is 
assigned a smaller number of points by each. 

As already suggested, Chart II may be used to find the conduct 
score of a given child. For this purpose the values given in 
Column C of this chart should be used, omitting those figures in 
parentheses since they represent totals of all the items under the 
given heading. The figure in Column C after each item represents 
the maximum score which may be assigned for that item. If a 
child is fully up to standard in "Keeps desk, table, and locker in 
good order" he would be assigned the maximum score of 14 for 
this item. On the other hand, should the child be quite defective 
in this respect, he might be assigned a score of only 3 points or 5 
points out of the possible 14 points. In scoring each item it is 
very necessary for the teacher to examine carefully the maximum 
score possible (as given in Column C) and to fix the individual 
child's score by comparison with this maximum. The total of 
the scores assigned for each item constitutes the child's conduct 
score. Only in the case of a child consistently up to standard in 
all his responses could the maximum score of 1,000 points be 
reached. Such a child, theoretically possible, will probably not 
be discovered by anyone using this scale. The marking of many 
children by such a detailed method 5 is obviously impossible for a 
single teacher. The labor involved, however, in checking up in 
this manner, once or twice a year, the behavior of a troublesome 
child, would speedily be justified by the value of this definite 
analysis. The conduct score itself, moreover, provides a con- 
venient objective and quantitative measure by means of which 
the child's progress or lack of progress in character development 
can be noted, not only by the comparison of his conduct score 
with the standard given in Chart II, or with that of other children ; 
but also by the comparison of any of his conduct scores with a 
previous one. A convenient form for use in determining the 
conduct score, with space provided for four determinations if 
desired, is available. It may be of interest to note that the 
conduct scores of more than sixty children have already been 
obtained by the teachers of the Horace Mann School. 

6 A simplified method of determining the conduct score, based on Chart I 
is being devised. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 1 1 

It is well to remember that, valuable as any plan may be for 
scoring numerically the habits and attitudes of a child, it is but a 
step toward a desired end and not an end in itself. Therefore, 
whether the child shall receive a score of 435, 580, or some other 
figure is not of so much value as the following considerations: 6 
(a) that he shall discover that he is lacking in some very desirable 
qualities; (b) that he shall see what these desirable things are; 
(c) that he shall come to want these things enough to struggle to 
attain them; and id) that he shall be shown the way to secure 
them. 

Chart II could be used by teachers as a guide in marking report 
cards, but for this purpose it is considered by the writers to be 
inferior to and much less practical than Chart I, since Chart I 
has remedied a number of the defects of Chart II. The following 
were found to be the chief defects in Chart II : 

1. The method of evaluating Chart II caused the judges to 
consider the items under a given main heading to be about equal 
in importance and therefore in value. The directions given to 
the judges in rating this chart (see p. 13) required first that the 
1,000 points be distributed among the 25 main headings {A, B, C, 
etc.). This left but a small number of points to be distributed 
among the items under each heading. For example, if a judge had 
assigned 55 points to the heading "Takes care of health," it was 
then necessary to distribute these 55 points among 5 items under 
that heading. For this reason there was a tendency to distribute 
these 55 points about uniformly over the several items; it seems 
certain, however, that if these items could have been considered 
independent of their relations to each other, they would not have 
been rated so uniformly. The best evidence of this is found in 
Chart I, where these 5 items were judged by a different method, 
and where it will be found that they fall into four different groups 
rather than being practically equal in value as is suggested by 
Chart II. 

2. In some cases the items were of greater importance and 
should have had a greater numerical value assigned to them than 
some of the main headings. 

3. The items should have been rated without reference to the 
main headings under which they were listed since they were in 

6 See the American Standard Program for Boys, p. 5, Association Press, 1916. 



12 TEACHERS COLLEGE BULLETIN 

terms of acts of conduct that it was good to do, while the main 
headings were in terms of traits that it was good to be. This 
naturally confused the judgments. 

METHODS OF EVALUATING CHARTS I AND II 7 

The problem as to the relative importance of the items in each 
chart early suggested itself. Naturally no two persons could 
decide a question which had so many possible answers. Recog- 
nizing, however, that modern statistical methods indicate that 
the composite opinion of a large number of reliable judges is a 
reasonably safe guide, the following plan for grading the items of 
Chart I was devised. 

The items were printed in miscellaneous order, without classi- 
fication under headings, and with sufficient space between them 
so that the sheets could easily be cut into strips. A copy was 
given to each of the judges with these directions: 

Listed upon these slips of paper are a large number of habits and 
attitudes which are supposedly desirable for good citizenship in an ele- 
mentary school community. The problem is to determine the relative 
value of these habits and attitudes, judging the item in question from the 
standpoint of its importance as an essential element in democratic citizenship 
in the case of elementary school children. Please distribute the items into 
ten groups, putting in group 10 those which seem to you most important 
from this point of view; in group 9, those which seem to you next most 
important, and so on. The groups need not have the same number of 
items in them. 

Seventy-four persons in all assisted in the judging. After the 

judges had finished their ratings considerable statistical work was 

subsequently necessary in order to obtain the composite judgment 

concerning each item. The total judgments of each item were 

arranged in a frequency distribution, and the median found, the 

ft -f~ 1 

th measure being used as the median. The medians thus 



7 The authors regret that it is not possible to mention by name students, parents, 
teachers, and specialists in other fields, numbering over two hundred persons, who 
have aided in the preparation of Charts I and II by making ratings and by offering 
suggestive criticism. To these they are most grateful. They are also especially 
indebted to Professor E. L. Thorndike for advice as to method of procedure and to 
Miss Laura M. Chassell for critical suggestions and statistical assistance in con- 
nection with Chart I. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 1 3 

obtained are the group numbers which appear at the left of each 
item in Chart I except when this measure fell at the midpoint 
between two group numbers. In such cases the average of the 
entire distribution was' computed and that one of the two group 
numbers concerned was selected which was nearest the average. 8 
The numbers in parentheses at the end of each item are the 
exact medians, computed according to the method described by 
Professor Thorndike in his Mental and Social Measurements, page 
54. In case two exact medians under the same heading were 
equal, the order of importance of these two items was determined 
by computing the average of the entire distribution for each, that 
one being placed first which had the greater average. 

The form of distribution of the items into the ten groups proved 
to be very interesting: 8 items were placed in group 10, 23 in 
group 9, 33 in group 8, 33 in group 7, 33 in group 6, 23 in group 
5, 23 in group 4, 5 in group 3,4 m group 2, 2 in group 1. The curve 
of distribution is thus seen to be skewed toward the lower groups 
containing the less important items. 9 It is of interest to note that 
over half of the total number of items fell in groups 10, 9, 8, and 7. 

In determining the values for Chart II the method used by 
Professor Strayer in evaluating the items on his Score Card for 
City School Buildings was selected. Copies of Chart II were 
first given to a large number of teachers, supervisors, and admin- 
istrative officers in the fields of kindergarten, elementary, and 
secondary education; and to a group of educators interested in 
educational experimentation, with the request that they judge 
the items. 

The instructions for grading were as follows: 

A total of 1 ,000 points is to be assigned the various items on the entire 
chart. First, apportion the 1 ,000 points among the different main head- 
ings {A, B, C, etc.), assigning a value to each heading on the basis of its 
relative importance, judging the heading in question from the subheadings, 
if there are any, which describe it. Then check up the total to make sure 
that it is exactly 1,000 points. 

Second, in cases where there is more than one subheading, apportion 
among the subheadings under each main heading the points assigned to 
that particular main heading, according to the relative value of the sub- 

8 In one case where the average fell at the midpoint, the higher group number was 
arbitrarily selected. 

9 See Thorndike, Mental and Social Measurements, pp. 33-35. 



14 TEACHERS COLLEGE BULLETIN 

headings in the group. Then check up the totals under each main head- 
ing to make sure that they equal the score assigned to the main heading 
itself. In the instances in which no subheadings or only one subheading 
appears, no further evaluation of that item is necessary. 

More than one hundred judgments were eventually submitted, 
one hundred of which were utilized in making the scale given in 
Column E of Chart II. In order to obtain as wide a range of 
opinion as possible, the chart with instructions for rating was sub- 
sequently submitted to a number of parents and to a group of 
specialists in fields other than elementary and secondary educa- 
tion. From these two groups twenty-five parents and twenty- two 
specialists submitted ratings of the chart. The consensus of 
opinion of the parents is found in Column P and that of the 
specialists in Column S. As has been previously explained, the 
composite scale found in Column C, Chart II, combines the 
judgments of the total of one hundred and forty-seven persons 
in these three groups. 

The method used to determine the values of the items in 
Chart II was as follows: 

1. The value of each one of the main headings, A, B, C, etc., 

was first determined. This was done independently for each of 

the three scales given in Columns E, S, and P. For example, to 

obtain the value 20 for heading A, "Keeps a good posture and 

appearance," which is found in Column E, all of the ratings of the 

one hundred educators for this heading were arranged in a fre- 

fi ~\~ 1 

quency distribution and the median rating was taken, the ih 

2 

measure being used as the median. Similarly the values of head- 
ings B, C, D, etc., of Column E were obtained. 

2. The values for A, B t C, D, etc., obtained as in (1), were then 
added. If the sum was 1,000, no adjustment of the values was 
necessary. If the sum was slightly greater or less than 1,000, 
such as 1,015 or 980, an adjustment factor was obtained by 
dividing 1,000 by the sum actually obtained. Each heading, A, 
B, C, etc., was then multiplied by this adjustment factor, new 
values, A' f B', C, etc., thus being obtained the sum of which 
would then equal 1,000. Since it was more convenient to have 
each of the values A', B' \ C, an exact multiple of 5, each heading 
which was not a multiple of 5 was replaced by that multiple of 5 



MEASURING THE HABITS OF GOOD CITIZENSHIP 1 5 

nearest to it. Thus a new series of values A", B", C", etc., was 
obtained, which were added to see if their sum was 1,000. If not, 
a new adjustment was made in the multiples of 5 until the sum 
was 1,000; in this adjustment a value of 65, for example, which 
had previously been obtained from a value of 63, might finally 
be changed to 60. In every case the modifications made were 
those requiring the least percentage of change. The final values 
thus obtained are those which actually appear in Column E of 
Chart II. 

The values of the items under each heading, for example, the 
two items under heading A , were obtained as follows : 

1. The value of each item as handed in by each one of the 
judges was translated into a percentage of the value of the main 
heading under which it appeared. For example, if heading A had 
been rated 25 and the first item under A had been rated 18, then 
the percentage that 18 is of 25 was found. 

2. The percentage values as given by all the judges for this 
first item under A were then averaged, the average being carried 
to three decimal places. The value of heading A was then 
multiplied by this average percentage. If the result was a whole 
number, this number was selected as the value of the first item. 
If it was not a whole number, then the whole number nearest to it 
was selected as the value of the item, except in cases where the 
value was such as 8.5, the method of handling which is mentioned 
in (3) below. 

3. The value for the second item under heading A was obtained 
as in (1) and (2). The values of the two items thus obtained were 
then added. If the sum equaled 25, which is the value of A used 
in the illustration, nothing more was necessary; but if the sum 
was 26 or 24, then the value of one of the two items was adjusted 
by subtracting or adding. 1 , as the case might be, that item being 
selected for adjustment in which the given addition or subtraction 
would make the least percentage of change. A value like 8.5 
mentioned above in (2) was changed to 8 or 9 as the case might 
require. 

The values for Columns S and P of both the main headings and 
the items under them were obtained as for Column E. 

The composite values of the main headings A, B, C, etc., found 
in Column C were obtained as follows: the value A', (i. e., the 



1 6 TEACHERS COLLEGE BULLETIN 

value of heading A of Column E after it was multiplied by the 
adjustment factor described on p. 14), was added to the corre- 
sponding values of A' of Columns S and P, and the average of 
these three values was taken which gave a value A' for Column 
C. This average, A', was then replaced by the multiple of 5 
nearest to it, a tentative value A" for Column C thus being 
obtained. Similarly, B", C", etc., for Column C were obtained. 
The sum of A", B", C", etc., was then taken and found to be 
1,015. I n this case the adjustment necessary to make the sum 
1,000 chanced to be easily made by going back and changing a 
value such as 40 for E" (obtained from 37.54, the value of E') 

to 35. 

The items under each main heading of Column C were com- 
puted in the same manner as the corresponding items in Column 
E. First, however, the average percentage for each item of 
Column E mentioned in (2) p. 15 was added to the corresponding 
average percentages of Columns S and P, and the average of 
these three values was then used as the average percentage on the 
basis of which the further computations were made. 

It is interesting to note that the agreement between the three 
groups of judges represented by Columns E, S, and P was 
marked. The correlation obtained by the Pearson method 
between the judgments of the twenty-five main headings made 
by one half of the educators with the other half, was .98 ; between 
those made by all the educators and the specialists in other 
fields, .86; between those made by all the educators and the 
parents, .76; and between those made by the specialists in other 
fields and the parents, .83. 

REPORT AND RECORD CARDS 

In addition to the report card sent quarterly to the parents, 
which is described on pages 4-5, four other cards have been de- 
vised for record purposes to carry out conveniently the new plan 
described in this article. These are presented as cards A, B, C, 
and D. 

Card A is a large record card for the teacher's convenience. It 
contains in abbreviated form the items of Chart I arranged in the 
order of their importance with four vertical columns (one column 
for each quarter) at the right of the card in which the teacher may 



MEASURING THE HABITS OF GOOD CITIZENSHIP 1 7 

record items that have been reported home to the parents or in 
which she may make supplementary notes concerning a child's 
progress in any of the habits. In marking these cards it has been 
found helpful to use the following symbols in the columns: a 
plus sign (+) to indicate that the child is above average in any 
item, a minus sign ( — ) to show a below-average attainment, and 
the letter I to indicate that particular improvement has been 
noted. All items not marked in a given quarter with one of the 
symbols just mentioned would be those in which the child has an 
average attainment. 

Card B is an abbreviated form of Card A containing only the 
most important items of Chart I; that is, those items which 
by the consensus of opinion were put in groups 10, 9, 8, and 7. 
This card is intended to serve the teacher in those cases where 
she finds it essential to keep a record only of the more important 
habits and attitudes. 

Card A or Card B could probably be utilized by the older 
pupils for the purpose of some form of self-measurement, should 
it be desirable to let a pupil attempt to make an inventory of his 
own conduct. 

Card C is a record card for permanent filing in the school 
office. On one side it contains the items of Chart I and on the 
reverse side a list of the school studies. On this card a record 
is kept of the items reported home each quarter to the parents. 
In keeping this record the symbols + , — , and I are used as in 
the case of Card A. Card C in its present form has a vertical 
column for each quarter of the school year. Eventually a form of 
Card C will be issued with space enough to provide for the child's 
record throughout the six years of his stay in the elementary 
school. 

Card D is also a record card for permanent filing in the school 
office. It is a cumulative card for psychological, physical, and 
pedagogical measurement, and provides for a six-year record. The 
following data concerning the child are recorded on this card: 
(1) his mental status as determined by the Terman Revision of 
the Binet-Simon tests and his special abilities or defects; (2) his 
general physical condition with facts concerning health defects, 
weight, height, etc., in comparison with accepted standards for 
one of his age; (3) his progress in reading, arithmetic, spelling, 



1 8 TEACHERS COLLEGE BULLETIN 

and other school subjects as determined by the standard tests of 
Thorndike, Starch, Courtis, Woody, and others, and his score 
compared with the class score in each of these school studies. 

A COURSE OF STUDY IN GOOD CITIZENSHIP 

Charts I and II suggest the content of a course of study in good 
citizenship which may eventually be worked out supplementary 
to or in connection with the usual school studies. The wide varia- 
tion in the habits, attitudes, and ideals of children of a given age or 
grade indicates that they need organized instruction in citizenship 
as much as in the usual subjects. In such a course of study the 
usual school work may aid as follows: English literature may 
contribute subject matter, standards, ideals, and inspiration on 
many of the topics of the charts, such as courtesy, loyalty, 
courage, obedience, sympathy, generosity, honesty, refinement, 
promptness, love of nature, humor, and appreciation. History, 
civics, and geography will offer knowledge of civic needs and 
responsibilities, an appreciation of the problem of working for the 
good of a group, and an appreciation of the contributions of 
other nations and races. Arithmetic may supply valuable lessons 
in thrift. Science and hygiene will guide in the habits of personal 
and civic health and in physical development. Other valuable 
contributions will come from the school athletics in their lessons 
of fair play and good sportsmanship and from the social activities 
of the school such as opening exercises, school plays, school 
clubs, and festivals. 

It is not the purpose of this article, however, to present subject 
matter or other material suitable for bringing about these desired 
habits and attitudes. For the present the attempt has merely 
been made to offer a preliminary list of these habits and to 
state their relative importance, assuming that the school and the 
home together will, as they have always done, cooperate to the 
best of their ability to help the child to improve in those desirable 
habits and attitudes in which he is below standard. Probably 
this is as much as can be expected at present until something 
better in the way of organized instruction in this new field is 
formulated. 

It is apparent from a study of the charts presented in this 
article that no provision is made for determining the value of an 



MEASURING THE HABITS OF GOOD CITIZENSHIP 1 9 

act from the standpoint of the motive which induces it. 10 In rating 
the items of Charts I and II a number of the judges mentioned 
the fact that a habit was important or otherwise depending in 
large measure on the motive back of it. To give time and money 
to worthy causes, for example, would not be considered important 
if the giver had done this merely that he might receive the praise 
of his friends. It is recognized that increased propensity to per- 
form the acts or to manifest the attitudes specified in Chart I or 
in any other such analysis does not, alone, constitute growth in 
character. Moral beings are not automatons, however efficient 
and unfailing automatons might be in the making of certain 
desirable reactions. Real character development must come from 
the fact that the child chooses to manifest habits or attitudes of 
one sort rather than of another because he foresees that the 
results of these habits or attitudes will be for the common good. 

A further development of the present study which would prove 
most valuable, therefore, would be a concrete analysis of motive, 
similar to the analysis of practice already made, in terms of the 
foreseen social consequences which prompted the child to mani- 
fest this or that habit or attitude. Such an analysis could well be 
made as a result of actual observation of children in action and 
the questioning of a child immediately after a response, desirable 
or undesirable, as to what results he had hoped to accomplish 
thereby. Following such a study, a numerical evaluation of 
motives with foreseen social consequences as the criterion of 
value, could be attempted. Then, perhaps, each habit or attitude 
could be weighed in terms of its value from the standpoint of the 
motive which induced it, and its importance as an index to char- 
acter development determined. 

It may be helpful to teachers who are devising means of 
assisting pupils to acquire desirable habits and attitudes to point 
out the most favorable conditions for improvement as suggested 
by the educational psychologist. The following quotation from 
Professor Thorndike u briefly states these conditions: "Whatever 
does favor the repetition and satisfyingness of the desirable bonds, 

10 For profitable discussions of motive in terms of foreseen social consequences, 
see Mackenzie, J. S., Manual of Ethics, pp. 62-64; Coe, G. A., A Social Theory of 
Religious Education', and a forthcoming book by Hartshorne, H., entitled Child- 
hood and Character. 

11 Educational Psychology, Vol. II, pp. 214-215. 



20 TEACHERS COLLEGE BULLETIN 

and the disuse and annoyingness of the undesirable bonds, will, 
other things being equal, favor improvement." In this connection 
he notes eight of what he considers to be the most noteworthy 
psychological conditions of improvement; namely, (i) ease of 
identification of the bonds to be formed or broken; (2) ease of 
identification of the states of affairs which should satisfy or annoy ; 

(3) ease of application of satisfaction or annoyance to them; 

(4) interest in the work; (5) interest in improvement; (6) an 
active, inquiring attitude; (7) attention; and (8) acceptance of 
the work as significant to the worker's wants. 

Nothing could be more suggestive from the standpoint of 
method, if space permitted, than a detailed analysis of each one 
of these conditions in relation to the system of reports just de- 
scribed and an indication of the ways in which the teacher could 
utilize these principles to bring about desirable responses in her 
pupils. Only a brief analysis, however, can be attempted here. 

The requirements of (1), (2), (3) and (7) are met in the inclu- 
sion in concrete terms on the report itself of those habits and 
attitudes which are unusually well developed, which need careful 
training, and in which improvement has been marked. In the 
first place, the child through association with other pupils and 
the interest of parents has already come to attach importance to 
the report, and the items thereon included are quite likely to 
receive attention and to bring with them "satisfaction or annoy- 
ance." Further, if the teacher, for example, cites as a habit 
which needs careful training, "keeping appointments and other 
agreements," she has identified for both parent and child a bond 
which needs to be formed. Far more profitable and satisfactory 
is such a specific reference than the ambiguous statement that 
the child is not trustworthy. 

It is at once apparent that the value of the report rests largely 
in the hands of the teacher who uses it. Commensurate with the 
pains which she exercises in analyzing in concrete terms the 
behavior of each pupil, will be the possibilities, other things being 
equal, for growth in character opened up to her pupils. Lastly, 
through the efforts of a skillful teacher, the conditions specified 
in (4), (5), (6), and (8) should in time be met. And when right 
habits and attitudes become consciously and specifically desired 
by the child, half the battle will have been won. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 21 

CHART I 

HABITS AND ATTITUDES DESIRABLE FOR GOOD 
CITIZENSHIP IN THE ELEMENTARY SCHOOL 

For Description and Method of Using Chart J, see pages 6-8 

The Good Citizen: 
Takes Care of His Health 

7* Plans his daily program so that there may be a healthful balance be- 
tween work and outdoor activities. (6.95) 
7 Is cleanly in habits, person, and dress. (6.9) 
6 Carries out directions of school and family physician. (6.1) 
5 Reports symptoms of illness promptly. (5.0) 

5 Spends in sleep, in a well-ventilated room, the number of hours pre- 
scribed for one of his age. (5.0) 
5 Is careful of his eyes, not reading in a dim light or when lying down; 
taking care that the sun does not shine on the page, and that the 
light comes over the left shoulder when he is working or reading; and 
keeping the book or the paper at a proper distance (about fourteen 
inches) from the eyes. (4.7) 
5 Orders well-balanced luncheons suited to his needs. (4.6) 
5 Avoids getting wet, getting chilled, or cooling off too suddenly after 

play. (4.5) 
4 Washes hands before eating. (4.3) 

4 Takes a sufficient amount of time to eat properly. (4.0) 
4 Does not indulge in sweets to a harmful extent. (4.0) 
4 Keeps hands and materials away from mouth, and fingers away from 
nose and ears. (3.85) 

Keeps a Good Posture 

4 Holds head easily erect and chest high, even when working at a desk. 

(3-6) 

3 Walks with a light step resulting from a feeling of 'uplift' throughout 

the body. 12 (3.4) 

2 Holds book in correct position. (1.9) 

Is Orderly ■ 

5 Is neat in dress. (4.6) 

4 Puts away apparatus or materials when through with them. (4.25) 
4 Keeps desk, table, and locker in good order. (3.85) 

3 Has a good arrangement of materials on desk or table, especially during 

the industrial or fine arts lessons. (3.4) 

* The number at the left of each item represents the group to which it was 
assigned by 74 judges, 10 representing the most important items, 9 those next in 
importance, etc. The numbers in parentheses at the end of each item are the exact 
medians (see pp. 12-13). 

12 See "Health Exercises for Everyday Use" by Jesse F. Williams, in Teachers 
College Record, Vol. XIX, No. 5, Nov., 19 18, p. 463. 



22 TEACHERS COLLEGE BULLETIN 

Exercises Thrift 

8 Concentrates upon the task at hand. (8.3) 

7 Uses leisure time to good advantage. (6.9) 

6 Is economical in the expenditure of money for lunch and other personal 

necessities, and refrains from extravagances. (6.0) 
5 Anticipates his needs and does not borrow. (5.4) 
5 Employs the most efficient methods of work, such as the use of short 

cuts in arithmetic. (5.35) 
5 Saves time by having a consciousness of the daily schedule, preparing 

for the work of the next period when that of the preceding one has 

been completed. (5.3) 
5 Is systematic in saving money. (5.25) 

5 Does not waste paper, pencils, paints, and other materials. (5.1) 

4 Keeps books and apparatus in good condition. (4.3) 

Is Prompt 

6 Does not procrastinate. (6.5) 

6 Comes to school on time. (6.1) 

5 Hands work in on time; including home assignments. (5.1) 

4 Responds instantly to signals. (3.7) 

3 Passes and collects materials promptly. (2.7) 

2 Puts work away quickly. (2.2) 

1 Puts on or removes wraps quickly. (1.5) 

1 Puts on or takes off gymnasium shoes in three minutes or less. (1.3) 

Thinks Clearly and Purposefully 

8 Sees details in their relation to the whole and selects essential points. 

(7.8) 

7 Finds possible solutions for problems. (7.5) 

7 Senses difficulties in lesson or project, and locates and defines them 

accurately. (7.2) ' 

7 Verifies tentative conclusions on the basis of further observation and 

experimentation. (7.2) 
7 Expresses himself coherently and clearly. (6.95) 

6 Considers carefully the bearings of replies and suggestions made in 

answer to questions or problems. (6.5) 
6 Explains lesson in his own words. (5.6) ^ 

Has a Sense of Humor 

6 Sees the amusing side of a bad situation. (6.25) 

6 Enjoys a joke, even at his own expense. (5.7) 

Is Refined 

7 Does not intrude on another person's privacy or time. (6.6) 

6 Is free from coarseness or crudities in speech and manner. (6.1) 

6 Is not self-conscious in well-doing. (5.7) 

6 Is pleasing in personality. (5.6) 

5 Is unassuming. (5.2) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 23 

Is Characterized by Helpful Initiative 

9 Finds ways of adapting his own work or play to the good of the group. 

(8.7) 
8 Directs the activities of the group toward useful ends, but does not 

'boss'. (8.3) 
8 Seeks intelligently opportunities for serving others. (8.3) 
8 Finds ways and means of improving his weak points. (7.8) 
7 Engages in free experimentation with a useful purpose in mind. (7.4) 
7 Seeks information by asking questions, by observation, and by other 

methods. (7.0) 
7 Formulates projects. (7.0) 

7 Is resourceful in finding new tasks when those assigned have been 

finished. (6.7) 
6 Makes or otherwise provides such apparatus and materials as are 

needed for carrying out his project. (5.7) 
6 Is ready with helpful suggestions as to better ways of doing things. 

(5-6) 

5 Volunteers in the recitation. (4.6) 

Is Self-reliant 

8 Thinks, chooses, and acts independently; but realizes when help from 

other sources is desirable. (7.8) 

6 Performs such duties as are within his power, including self-help, as 

tying, buttoning, finding his way, telling time, and supplying simple 
needs. (5.6) 
4 Speaks without shyness and in a direct manner. (3.9) 

Exercises Self-control 

9 Does not indulge in injurious or debasing practices. (8.7) 

8 Is cheerful. (7.6) 

7 Is agreeable when he can not have his own way. (7.2) 

7 Is pleasant in a difficult situation, as, for instance, when some one else 

is cross. (7.0) 
7 Keeps his temper. (7.0) 

7 Submits gracefully to an unavoidable injury or loss. (6.8) 
6 Does not sulk or answer back when reproved. (6.1) 

6 Does not worry. (5.6) 

6 Does not quarrel. (5.6) 

4 Does not cry or complain over trivial things. (4.2) 

Lives Up to the Traditions of Good Sportsmanship 

9 Works for his team rather than for himself. (8.8) 

8 Follows the rules of the game scrupulously. (8.1) 
8 Is courteous to opponents. (7.5) 

7 Is a good loser. (7.2) 

7 Treats the members of a visiting team with hospitality. (6.5) 
6 Accepts victory unostentatiously. (6.5) 
6 Attains the best of 'form'. (6.0) 



24 TEACHERS COLLEGE BULLETIN 

Stands for Fair Play 

9 Stands for fairness in games or arguments. (9.1) 

9 Protests against any one's taking advantage of the weak, stammerers, 
cripples, or other unfortunate persons. (8.5) 

8 Defends absent persons who are unjustly attacked. (8.3) 

7 Does not let another pupil make wrong use of his work, such as copy- 
ing from his examination or home-work papers. (7.1) 

7 Claims no more than his fair share of time and attention, particularly 

in the recitation period. (6.9) 

6 Does not expect special favors or privileges. (6.4) 

Is Courageous 

9 Confesses wrongdoing and mistakes, and makes such reparations as 

are within his power. (9.2) 
9 Perseveres in spite of failure. (9.1) 

8 Approaches difficult tasks resolutely. (8.3) 

8 Tries to do his best even when the task is disagreeable or praise is not 
forthcoming. (8.1) 

8 Makes the best of his misfortunes and takes disappointments bravely. 

(7-8) 

7 Is not cowardly when unjustly attacked. (7.4) 
4 Endures pain without flinching. (4.4) 

4 Accepts no 'dares' of a foolhardy nature. (3.85) 

Is Honest and Truthful 

10 Tells the truth without flinching or compromise, trying to give a 
correct impression. (9.7) 

9 Faces facts squarely and does not allow himself to be misled by preju- 

dices. (8.9) 
9 Does not take the property of others without their consent. (8.9) 
9 Does not copy another person's work. (8.7) 

8 Endeavors to restore lost property to the rightful owner. (8.1) 

6 Does home work entirely himself, or with only such help as is desig- 

nated by the teacher. (6.4) 

5 Makes a straightforward recitation. (5.4) 

5 Avoids exaggerations. (4.6) 

4 Does not pose. (4.0) 

Is Trustworthy 

8 Keeps appointments and other agreements. (8.4) 
8 Guards confidences, provided his principles are not violated by so 
doing. (8.3) 

7 Takes care not to promise more than he can fulfill. (7.3) 

7 Returns promptly and in good condition articles loaned to him by 
another. (6.9) 

6 Reads assigned work whether he is to be questioned on it or not. (6.15) 
6 Assumes responsibility for making up work after an absence. (6.05) 

6 Is quiet and orderly when the teacher is not in the room. (5.75) 

5 Performs errands satisfactorily. (5.1) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 25 

Has a Sense of Civic Responsibility 
10 Supports the right and opposes the wrong whenever occasion arises. 
(9-7) 

9 Considers candidates from the standpoint of the qualities essential for 
leadership, and elects a person for no other reason than his fitness for 
the position. (9.5) 

9 Holds to what he thinks is right, unmindful of ridicule or other un- 
pleasant consequences to himself. (9.3) 

9 Studies civic problems and the needs of the community. (8.8) 

9 Conforms to the will of the majority, as in the case of following a 
chosen leader, provided no principles are violated by so doing. (8.7) 

9 Makes the most of his opportunities. (8.7) 

8 Assumes responsibility to report wrongdoing through authorized chan- 
nels, if a friendly protest to the offender has not resulted in effort to 
rectify the wrong; but distinguishes carefully between tattling and 
voicing an honest protest against dishonesty, unfairness, cruelty, 
and the like. (8.25) 

8 Assists heartily in measures to prevent the spread of disease and sick- 

ness, such as taking care in case of colds. (7.9) 
7 Expresses a preference when he can support it with valid reasons, 

especially when some issue is at stake. (7.2) 
7 Assumes willingly school and class duties and obligations, such as 

holding class offices and serving on committees. (6.9) 

7 Takes pride in the appearance of school property, doing his part to 

keep the cloak-room in order; picking up paper from floor and 
stairs; and taking pains not to throw orange-peel or other refuse on 
street or playground, or to deface desks, books, pictures, walls, 
woodwork, etc. (6.85) 

Is Obedient 13 

6 Responds to directions or requests from those in authority, without 

engaging in unnecessary discussion. (6.25) 
5 Conforms to the rules governing the study period. (5.05) 
5 Observes all fire-drill regulations. (5.0) 
4 Keeps regulations relating to the recess period. (3.6) 
2 Does not run in the halls. (2.0) 

Is Generous 

9 Shows a spirit of helpfulness and service to others, whether in work or 

play. (8.7) 

8 Forgives wrongdoing in others, even when it has occasioned personal 

loss or annoyance. (8.3) 
8 Takes pleasure in the success of others. (8.0) 
8 Gives time and money to worthy causes. (7.5) 

7 Shares good times with others whenever possible. (7.25) 
7 Gives praise where praise is merited. (6.9) 

13 The last four items listed under this heading refer to rules and regulations 
generally accepted in the Horace Mann School, and may not be generally applicable. 



26 TEACHERS COLLEGE BULLETIN 

Is Courteous and Considerate 

8 Is tactful, avoiding saying or doing that which would unnecessarily 

pain or annoy another. (7.9) 
8 Does not make disparaging remarks or sneer and laugh at others. (7.8) 

8 Is reverent in attitude during prayer, or at least does not disturb the 

devotions of others. (7.7) 
7 Is chivalrous to women and girls (if a girl, acknowledges acts of chivalry 
pleasantly). (7.2) 

7 Is attentive when some one else is talking, whether it be another pupil, 

a teacher, a visitor, or a speaker in a public place. (6.9) 

6 Is thoughtful in making requests of others, including helpers. (6.3) 

6 Remembers by letters or inquiries those who are sick. (6.05) 

6 Is painstaking in directing strangers and others. (6.0) 

6 Is pleasant in greeting, and (if a boy) raises his hat or cap. (5.7) 

6 Does not interrupt others needlessly. (5.6) 

6 Gives up his seat in crowded places to older persons. (5.5) 
5 Avoids whispering when it will annoy others. (5.5) 

5 Acknowledges favors graciously. (5.1) 

5 Avoids abruptness of speech when addressing a person or replying to 

a question. (5.0) 
4 Waits quietly in turn for some privilege, such as sharpening a pencil. 

(44) 
4 Allows pupils in front of him or older persons to pass through doorways 

or into the elevator first. (4.3) 
4 Laughs and talks quietly. (4.1) 
4 Is mannerly at lunch. (3.9) 
4 Avoids passing in front of others. (3.7) 
4 Opens door for others. (3.7) 

4 Offers book to visitors or to others who have none. (3.6) 
3 Picks up something dropped by another. (3.4) 

3 Closes door or desk quietly, and uses pencils and other articles with- 

out making unnecessary noise. (3.4) 

Is Cooperative 

9 Gives up his own preferences when they interfere with the good of the 

group. (8.9) 

8 Participates with a keen interest in group activities and school enter- 

prises. (8.1) 
8 Gives proper criticism in a courteous manner, and accepts suggestions 
from others and profits by them. (7.7) 

7 Helps to carry out worthwhile suggestions made by others. (7.3) 

6 Enjoys working and playing with others. (6.5) 

4 Takes his place in line quickly and quietly, and does his part to keep 

the line in good formation. (3.6) 
2 Turns to the right in passing people, (2.1) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 27 

Is Broadminded 
10 Is democratic. (9.8) 

10 Appreciates other nations and races and their contributions. (9.6) 
9 Respects all forms of religion and belief. (9.3) 

8 Is sympathetic with the opinions of others, including those who differ 

with him. (8.4) 

Is Loyal 

10 Is unswerving in devotion and faithful in service to his country, but 
does not render blind allegiance. (9.6) 

9 Is true to family and friends (8.9) 

9 Respects those in authority, including parents and teachers, and is 

faithful to them. (8.7) 
9 Takes pride in his group and in the school, and tries to foster the right 

kind of spirit. (8.6) 
8 Has faith in others. (8.4) 

8 Observes such expressions of loyalty as removing his hat when the 

flag is presented or when the national anthem is sung. (7.9) 
7 Regards elderly people with deference. (7.4) 

7 Honors those who have rendered distinguished service. (6.9) 

Has a Fine Sense of Appreciation and Seeks to Express It 

10 Recognizes moral purpose in the universe, and reverences a Higher 
Power. (9.8) 

10 Appreciates the priceless value of personality, and tries to give oppor- 
tunities for its highest attainment in others. (9.5) 

10 Subordinates his own will to the larger purposes and ideals of life. 
(9.5) 

9 Values fine traits of character, and chooses good associates. (8.9) 

9 Weighs values, perceives their varying worth, and chooses those of 
greatest significance. (8.8) 

8 Forms worthwhile purposes and strives to carry them out. (8.4) 
8 Craves real merit rather than external distinction. (8.4) 

8 Appreciates mastery in intellectual lines, and strives for thoroughness 

and accuracy in his own work. (8.0) 
8 Has a high standard of workmanship and tries to measure up to it. 

(7-9) 
8 Appreciates the motive prompting expressions of kindness and love, 

as well as the act itself; and tries to make known his appreciation 

to the persons concerned. (7.7) 
6 Enjoys the beautiful in art and nature. (6.15) 



28 



TEACHERS COLLEGE BULLETIN 



CHART II 

HABITS AND ATTITUDES DESIRABLE FOR GOOD CITIZENSHIP 
IN THE ELEMENTARY SCHOOL 



I. In Relation to Self and Personal Belongings 

A. Keeps a Good Posture and Appearance 

Holds the head easily erect and the chest high, even 
when working at a desk 

Holds the book in correct position when reading or 
singing 

B. Is Refined in Speech and Manner 

C. Takes Care of Health 

Is cleanly in habits and person 

Keeps hands and materials away from the mouth 

Orders wholesome, well-balanced luncheons, and 
takes a sufficient amount of time to eat properly 

Plans his daily program so that there may be a 
proper balance between work and outdoor activi- 
ties 

Is dependable in carrying out the directions of the 
school or the family physician 

D. Is Orderly 

Keeps desk, table, and locker in good order . . 

Has a good arrangement of materials on desk or 
table, especially during the industrial or fine arts 
lessons 

E. Exercises Self-Control 

Does not cry or complain over trivial things . . 

F. Is Self- Reliant 

G. Is Courageous without Being Foolhardy 
H. Exercises Thrift 

Is careful in the use of paper, pencils, paints, and 
other materials 

Keeps books in good condition 

Is economical in the expenditure of money for lunch 
and other personal necessities, and refrains from 
extravagances 

Uses time in leisure hours and at school to good 

advantage 

/. Is Generous 

Gives time and money to worthy causes .... 



E* 


S 


P 


(20) 


(20) 


(25) 


12 


13 


15 


8 


7 


10 


25 


25 


25 


(55) 


(45) 


(55) 


15 


14 


18 


9 


5 


10 


10 


8 


9 


ii 


9 


8 


10 


9 


10 


(20) 


(20) 


(25) 


II 


11 


15 


9 


9 


10 


(30) 


(40) 


(45) 


30 


40 


45 


30 


40 


30 


20 


35 


30 


(45) 


(35) 


(25) 


10 


6 


5 


9 


7 


6 


13 


10 


7 


13 


12 


7 


(30) 


(40) 


(30) 


3o 


40 


30 



(25) 

16 

9 

25 

(50) 

15 



9 

(25) 
14 



11 

(35) 

35 

35 

30 

(35) 

7 
8 



11 

(35) 
35 



* E = 100 educators. S = 22 specialists in other fields. P = 25 parents. C = composite 
judgment of all three groups. The sum of the numbers in each column (omitting those num- 
bers in parentheses) is 1,000. Each item has been evaluated, therefore, on a scale of 1,000. 
For method of using Chart II, see pp. 9-1 1. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 



29 



II. In Relation to Others and the Belongings of Others 



/. Is Courteous 

Allows older persons, or pupils in front of him, to 
pass through doorways or into the elevator first 

Opens door for others 

Offers book to a guest 

Picks up something dropped by another .... 

Waits quietly in turn for some privilege, as sharp 
ening a pencil, etc 

Is pleasant in greeting, and uses a person's name 
when addressing him 

Avoids abruptness of speech, as 'sure', 'yep', 'say', 
etc. ... 

Laughs or talks quietly, that he may not disturb 
others 

Is quiet and mannerly at lunch 

Is attentive when someone else is talking, whether 
it be another pupil, a teacher, a visitor, or a speak- 
er in a public place 

Is reverent in attitude during prayer 

K. Is Cooperative and Considerate 

Deports himself in an orderly manner in the halls, 
on the stairs, and elsewhere 

Turns to the right in passing people 

Takes his place in line quickly and quietly, and does 
his part to keep the line in good formation . . . 

Closes door or desk quietly, and uses pencils and 
other articles without making unnecessary noise 

Lives up to agreements; for example, the keeping 
of appointments 

Is considerate in making requests of others, includ- 
ing helpers; and does not expect special favors or 
privileges 

Takes no more than his fair share of time and atten- 
tion, particularly in the recitation period . . . 

Enjoys working and playing with others, and 
shares good times with them when possible . . 

Takes pleasure in the success of others 

Is sympathetic with the opinions of those who differ 
with him 

Gives up his own preferences when they interfere 
with the good of the group 

Sympathizes with and gives intelligent help to 
others — at the proper time 



(50) 

5 
3 

3 
3 

5 

4 

4 

5 
4 



7 

7 

(70) 



(45) 

4 
3 
2 

3 

4 

5 

3 

4 
4 

6 
7 

(65) 

3 
3 

3 

3 



(40) 

3 
3 
3 
3 

4 

4 

3 

3 

3 



4 
7 

(So) 



(45) 

4 
3 
3 
3 

4 

4 

3 

4 
4 



6 

7 

(60) 



30 



TEACHERS COLLEGE BULLETIN 



II. In Relation to Others — {Continued) 


E 
(40) 


S 
(45) 


P 


C 


L. Is Loyal 


(45) 


(40) 


Emphasizes the good points of others, and speaks 










kindly of them in their absence 


20 


24 


24 


21 


Takes pride in the school and tries to foster the 










right kind of school spirit 


20 


21 


21 


19 


M. Takes Suggestions from Others and Profits 










by Criticism 


30 


35 


25 


30 


N. Assumes Responsibility for Good Citizenship 


(105) 


(80) 


(65) 


(85) 


Takes upon himself the obligation of making the 










most of his educational opportunities in order to 










prepare adequately for service 


ii 


7 


6 


8 


Has a knowledge of the needs of the community and 










of civic problems 


8 


6 


5 


7 


Investigates the qualities essential for leadership, 






and elects a person for no other reason than his 










fitness for the position 


9 


5 


4 


5 


Is willing to follow a chosen leader provided no 










principle is violated by so doing 


8 


5 


3 


5 


Uses influence to oppose the wrong, and holds to 










what he thinks is right, unmindful of unpleasant 










consequences to himself 


ii 


8 


7 


9 


Assumes responsibility to report wrong-doing 










through authorized channels; but distinguishes 










carefully between tattling and voicing an honest 










protest against dishonesty, unfairness, cruelty, etc. 


8 


6 


4 


6 


Expresses a preference when some issue is at stake 










and when he can support his preference with valid 










reasons 


7 


6 


4 


6 


Tells the truth without flinching or compromise, 








trying to give a correct impression ...... 


ii 


12 


12 


12 


Stands for fair play in games or in an argument . . 


9 


9 


10 


10 


Takes pride in the appearance of school property, 










doing his part to keep the cloak-room in order, 










picking up paper from floor and stairs, and taking 










pains not to deface desks, books, pictures, walls, 










woodwork, etc 


8 

7 


5 
5 


4 
3 


6 


Is careful in the use of apparatus and school supplies 


5 


Assists heartily in measures to prevent the spread 










of disease and sickness, taking care in case of colds 










and consulting a physician promptly when there 










is need 


8 


6 


3 


6 


0. Has a Broad Sympathy and Outlook 


30 


40 


45 


35 



MEASURING THE HABITS OF GOOD CITIZENSHIP 



31 



II. In Relation to Others — {Continued) 



P. Is Obedient 

Does ungrudgingly what may rightfully be expected 

Q. Chooses Good Associates 

R. Is Prompt and Alert 

Comes on time to school 

Puts on or removes wraps quickly and quietly . . 
Hands work in on time, including home assignments 
Clears work away from desk or table in one or two 

minutes, according to the amount 

Puts on or takes off gymnasium shoes in three 

minutes 

Passes and collects materials promptly, refraining 

from unnecessary conversation 

Gives immediate response to directions or requests 

without engaging in unnecessary conversation 
Observes instantly signals and fire drill regulations 



III. In Relation to Studies and Other Activities 



Is Characterized by Helpful Initiative 

Is a leader in showing a spirit of helpfulness and 
service to others, whether in work or play . . 

Takes a keen interest in the activities of the school- 
room 

Has an earnest desire to master the task at hand . 

Is among the first to sense difficulties and to locate 
and define problems in the lesson or the project 

Thinks out better ways of doing things and is ready 
with helpful suggestions 

Leads in carrying out worthwhile suggestions made 
by others 

Evidences ability to direct his own work or play 
for the good of the group 

Is resourceful in finding new tasks when those as- 
signed have been finished 

Gives proper criticism in a courteous manner . . 

Is progressive 

Is ambitious to acquire the best possible preparation 
for citizenship 

Engages in profitable conversation in the lunch 
room and elsewhere 



E 


S 


P 


(30) 
30 


(45) 
45 


(40) 
40 


35 


45 


40 


(45) 
8 

4 
6 


(35) 
7 
3 

5 


(40) 
7 
4 
6 


4 


3 


4 


4 


2 


4 


5 


3 


4 


7 

7 


6 
6 


5 
6 


(65) 


(65) 


(55) 


7 


8 


6 


5 
6 


4 

5 


5 
5 


6 


6 


4 


6 


6 


5 


5 


5 


4 


6 


6 


4 


5 
4 
5 


5 
4 

5 


5 
4 
4 


6 


7 


7 


4 


4 


2 



(35) 
35 

40 

(40) 
7 
4 
6 

4 
3 
4 

6 
6 



(60) 

7 

5 
5 

5 

5 

5 

5 

5 
4 

5 

6 
3 



32 



TEACHERS COLLEGE BULLETIN 



III. In Relation to Studies — (Continued) 

T. Realizes when Help from the Teacher or 
Another Pupil Is a Necessity 

U. Evidences Ability to Concentrate 

V. Shows a Real Grasp of Fundamentals 

Is able to explain the lesson in his own words . . 
Uses good judgment in selecting important details 

Is accurate and thorough 

Is coherent in thought and action 

Thoughtfully examines the significance of suggested 

solutions 

Accepts or rejects a conclusion in accordance with 

the results shown by testing 

Craves real merit rather than external distinction 

W. Shows Improvement 

X. Is Honest and Reliable 

Can be sent to perform errands alone 

Is quiet and orderly, whether the teacher is in the 
room or not 

Makes an honest, straightforward recitation . . 

Does not copy, or let another person copy his work 

Does home work entirely himself, or with only a 
proper amount of help 

Hands in written work well done 

Reads assigned work, whether he is to be questioned 
on it or not 

Assumes responsibility for making up work after 
an absence 

Tries hard to do his best, even when the task is dis- 
agreeable and when praise is not always forth 
coming 

Perseveres in spite of failure 

Y. Is Conscious of the School Program 



E 


S 


P 


25 


10 


20 


30 


35 


55 


(55) 


(45) 


(55) 


7 


5 


7 


8 


6 


7 


8 


8 


12 


7 


7 


9 


7 


5 


6 


9 


6 


5 


9 


8 


9 


30 


35 


40 


(65) 


(65) 


(75) 


7 


6 


8 


6 


5 


6 


6 


6 


8 


7 


6 


8 


6 


8 


8 


5 


5 


6 


6 


5 


7 


6 


6 


6 


7 


8 


9 


9 


10 


9 


20 


10 


20 



20 

40 

(50) 

6 

7 
9 

7 



6 

9 

35 

(70) 
7 

6 

7 
7 

7 
6 

6 

6 



9 
9 

20 



SUPPLEMENT 



A REVISED CONDUCT CHART 

Chart I, given on pages 21 to 27, was in use in the Horace 
Mann Elementary School during the school years 191 8-19 and 
1919-20. Based on these two years' experience, the chart was 
revised in the Spring of 1920 by a committee of teachers of the 
Horace Mann Elementary School, who had been using the chart 
during the two years. Since experience had shown that Chart I 
was too long, a number of its items have been omitted in the 
revised chart which appears on p. 36. Other items of the original 
chart have been reworded, and new items have been included. 
This revised chart, as given on pages 36 to 40, has been in use 
in the Horace Mann Elementary School since October, 1920. 

In the revised chart it should be noted that the numbers at 
the left of each of the items are merely serial numbers which are 
used as a convenient means of recording the various habits on 
the office record of each individual pupil. These numbers at the 
left, therefore, do not indicate, as in Chart I, the importance or 
value of the habit as fixed by the groups of judges. In the revised 
chart, the number giving the importance or value of each item 
is given in parentheses at the end of the item. 

SUGGESTIONS FOR THE USE OF THE REVISED CHART 

The suggestions given on pages 6-8 apply in general to the 
revised chart as well as to Chart I. This revised chart is primarily 
for teachers. It is also desirable for the parents of the pupils to 
have copies of this chart in order that they may understand more 
clearly the aims of the school in this work. In the use of the 
chart during the past three years, its nature has been thoroughly 
explained to the parents at the beginning of each year at the 
parents' meetings. As experience is gained with the chart, it is 
expected more and more to have the cooperation of the parents, 
the plan being to select from the chart certain habits on which 
the school wishes to lay stress for a given period, and to ask the 

33 



34 TEACHERS COLLEGE BULLETIN 

assistance of the parents in establishing these habits with the 
pupils. 

It should be noted again that this chart has been made for use 
in the Horace Mann School and that modifications might well 
be made to make it more suitable in a different school. Before 
work of this kind is undertaken, the group of teachers interested 
should preferably study the original Chart I, since it is more 
complete, eliminating items for which they will have no use, as 
for example, those concerning luncheons, expenditure of money, 
and reverence in worship, if the school has no oversight in these 
matters. It might be desirable also to change the wording of 
some of the items, to make them more simple, or better adapted 
to a particular situation. When the chart is worked over in 
this way, it is not only better suited to the needs of a given school, 
but it also becomes a part of the experience and belief of the 
teachers, necessary prerequisites to the modification of conduct. 
In order to provide for this flexibility in the use of the chart and 
to make possible its improvement through changes, space should 
be left under each heading where new items may be entered 
by the teacher. 

It should be understood that the chart is not merely a cur- 
riculum for teaching about good citizenship, but also a means for 
actually realizing desirable habits in the lives of the children. 
While the attack on this problem should include discussions by 
the children and the teacher about conduct and the methods of 
improving it, unless the civic habits become fixed in the children, 
instruction fails. 

While teachers should know the whole range of civic habits, 
they will choose for emphasis at a given time only a limited 
number which best meet the needs of the group. The nature of 
the material makes cooperation between the school and the 
home especially desirable. To facilitate this cooperation a 
special cumulative form of report card has been adopted by the 
school which is described below. 

In some classes the children have developed their own conduct 
charts as an outgrowth of their own needs. The teacher then 
makes use of this conduct chart to guide the children in selecting 
and phrasing those habits which are most worth while and which 
will represent the whole field of conduct. 



MEASURING THE HABITS OF GOOD CITIZENSHIP 35 

A REVISED REPORT CARD FOR PARENTS 

The Horace Mann Elementary School sends quarterly reports 
to parents. The report card described on pages 3-6 has been 
revised in minor respects, though the aims and methods of use 
remain the same. The report sheet now in use consists of four 
pages. On the first page is given the pupil's record in the usual 
school studies. An illustration of this first page is given on 
page 41. The school does not mark pupils upon the percentage 
basis. In this illustration it will be seen that in rating the pupil's 
progress the following symbols are used : o to indicate 'average* 
standing, a plus sign (+) to indicate 'above average', a minus 
sign ( — ) to indicate 'below average', and the symbol < to indicate 
'improvement'. An explanation of these terms is given on pages 
4 and 5. Pupils whose work is 'average', or 'above average' 
in the essential school subjects will be ready for promotion to 
the next grade at the close of the year. 

On the second and third pages of the report sheet is given a 
report on habits and attitudes, this report being made in terms 
of those habits and attitudes which are given on the revised chart. 
A rather full report on these habits is made during the first and 
third quarters, and a less comprehensive report during the second 
and fourth quarters. A specimen report, showing the second 
page as filled out by the teacher, is shown on page 42. The main 
headings at the left of this report sheet are the same as the main 
headings in the revised conduct chart. In reporting for each 
quarter, the teacher writes out the specific habit which she wishes 
to mention, exactly as it is given in the chart, and precedes this 
statement by the Roman numeral indicating the group under 
which the item appears. It should be noted that no attempt is 
made to cover any large number of habits during a given quarter, 
the policy being to indicate only those of special prominence 
which are well developed, which should be developed, or which 
show improvement. The third page of the report sheet is like 
the second page, merely providing space for reports on habits 
and attitudes during the third and fourth quarters. The fourth 
page of the report sheet provides space for the signature and any 
comments by the parents. 



36 TEACHERS COLLEGE BULLETIN 

A CUMULATIVE OFFICE RECORD 

A copy of the quarterly reports sent to parents is kept in the 
school office upon a Cumulative Record Card. This is printed on 
Bristol board so that it easily fits a card file. The card is about 
twelve inches long and nine inches wide, there being one such 
card for each pupil. On one side of the card, illustrated on page 
43, space is provided for the record in school studies, and the 
child's record in certain educational and psychological tests. On 
the reverse side of the card, illustrated on page 44, a record is 
kept of such habits and attitudes of the child as have been 
reported to the parent on the quarterly reports. While the 
habits as reported to the parents on the parent's report card have 
been written out in full, just as they appear on the conduct chart, 
it has been necessary on the office record card to adopt an 
abbreviated form and to record these habits by number only. 
The number used is the serial number which appears at the left 
of each item in the revised conduct chart. This number is 
followed by the plus sign (+) if the habit represented by the 
number is reported as 'well developed,' by the minus sign ( — ) 
to indicate that the habit 'should be developed,' and by the 
symbol < to indicate that the habit 'shows improvement.' 

Cards A, B, C, and D, described on pages 16-17, are replaced 
by the revised conduct chart, the revised report card for parents, 
and the cumulative office record which have just been described. 



REVISED CHART 

HABITS AND ATTITUDES DESIRABLE FOR GOOD 
CITIZENSHIP IN THE ELEMENTARY SCHOOL 

I. HEALTH AND POSTURE 

1. Is cleanly in habits, person, and dress. (7) 

2. Carries out directions of school physician. (6) 

3. Reports symptoms of illness promptly. (5) 

4. Sleeps in a well-ventilated room, the number of hours prescribed for one 

of his age. (5) 

5. Is careful of his eyes, keeping the book or paper at a proper distance from 

the eyes. (5) 

6. Orders well-balanced luncheons suited to his needs. (5) 

7. Avoids getting wet, chilled, or cooling off too suddenly after play. (5) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 37 

8. Keeps hands and materials away from mouth, and fingers away from nose 

and ears. (4) 

9. Sits and stands correctly. (4) 

II. ORDERLINESS 

1. Is neat in dress. (5) 

2. Puts away materials when through with them. (4) 

3. Keeps books and other materials in good condition. (4) 

4. Keeps desk, table, and locker in good order. (4) 

5. Has a good arrangement of materials on desk or table. (3) 

III. THRIFT 

1 . Uses leisure time to good advantage. (7) 

2. Is careful in the expenditure of money. (6) 

3. Employs efficient methods of work. (5) 

4. Saves time by planning for the day's schedule. (5) 

5. Does not waste paper, pencils, paints and other materials. (5) 

IV. PROMPTNESS 

1. Is in the right place at the right time, equipped for work. (7) 

2. Does not procrastinate. (6) 

3. Responds to directions or requests without too much talk. (6) 

4. Hands work in on time. (5) 

5. Responds promptly to signals. (4) 

6. Passes and collects materials promptly. (3) 

7. Puts on or removes wraps quickly. (1) 

V. CLEAR THINKING 

1. Concentrates upon the task at hand. (8) 

2. Selects essential points and sees details in their relation to the whole. (8) 

3. Finds possible solutions for problems. (7) 

4. Senses difficulties in lesson or project, and locates and defines them. (7) 

5. Verifies conclusions. (7) 

6. Is accurate in his work. (7) 

7. Expresses himself clearly. (7) 

VI. HELPFUL INITIATIVE AND SELF RELIANCE 

1. Forms worthwhile projects and strives to carry them out. (8) 

2. Directs the activities of the group toward useful ends, but does not 

"boss." (8) 

3. Seeks intelligently opportunities for serving others. (8) 

4. Finds ways and means of improving his weak points. (8) 

5. Seeks information by asking questions, by observation, and by other 

methods. (7) 



38 TEACHERS COLLEGE BULLETIN 

6. Is resourceful in finding new tasks when those assigned have been finished. 

(7) 

7. Does more than the minimum amount of work required. (7) 

8. Is ready with helpful suggestions as to better ways of doing things. (6) 

9. Volunteers in the recitation. (5) 

10. Acts independently, but realizes when help from other sources is desirable. 

(8) 

11. Makes himself responsible for what is going on in the class room, and 

finds out what he has missed while absent. (8) 

12. Helps himself in everyday affairs. (6) 

13. Anticipates his needs and does not borrow. (5) 



VII. SELF-CONTROL AND OBEDIENCE 

1. Does not indulge in injurious practices. (9) 

2. Is agreeable in a difficult situation. (7) 

3. Keeps his temper. (7) 

4. Does not quarrel. (6) 

5. Does not cry or complain over trivial things. (4) 

6. Endures pain without flinching. (4) 

7. Does not play with pencil, paper, etc., in recitation period. (4) 

8. Obeys rules governing halls, recess, fire drill, and study period. (5) 



VIII. COURAGE AND PERSEVERANCE 

1. Confesses wrongdoing and mistakes, and makes amends. (9) 

2. Perseveres in spite of failure. (9) 

3. Approaches difficult tasks resolutely. (8) 

4. Stands up for his rights. (7) 

5. Does good work day by day. (7) 



IX. HONESTY AND TRUSTWORTHINESS 

1. Tells the truth, trying to give a correct impression. (10) 

2. Does not take the property of others without their consent. (9) 

3. Does not copy another person's work. (9) 

4. Endeavors to restore lost property to the rightful owner. (8) 

5. Does home work entirely by himself, or with only such help as the teacher 

directs. (6) 

6. Keeps appointments and other agreements. (8) 

7. Takes care not to promise more than he can fulfill. (7) 

8. Returns promptly and in good condition articles loaned to him. (7) 

9. Makes a practice of preparing work thoroughly. (7) 

10. Is quiet and orderly when the teacher is not in the room. (6) 

1 1 . Does not lose books, home-work papers, money, or other belongings. (6) 

1 2. Performs errands satisfactorily. (5) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 39 

X. FAIR PLAY AND GOOD SPORTSMANSHIP 

1. Stands for fairness in games or arguments. (9) 

2. Protests against any one's taking advantage of the weak. (9) 

3. Defends absent people who are unjustly attacked. (8) 

4. Does not let another pupil make wrong use of his work such as copying 

from his examination or home-work papers. (7) 

5. Claims no more than his fair share of time and attention, particularly in 

the recitation period. (7) 

6. Does not expect special favors or privileges. (6) 

7. Works for his team rather than for himself. (9) 

8. Follows the rules of the game. (8) 

9. Is courteous to opponents. (8) 

10. Is a good loser. (7) 

11. Enjoys a joke, even at his own expense. (6) 

XI. CIVIC RESPONSIBILITY 

1. Supports the right and opposes the wrong. (10) 

2. Elects a candidate because of his fitness for the position. (9) 

3. Holds to what he thinks right, regardless of consequences to himself. (9) 

4. Conforms to the will of the majority, provided no principles are violated 

by so doing. (9) 

5. Performs satisfactorily the duties of any office to which he is elected. (9) 

6. Assumes responsibility to report wrongdoing through authorized channels, 

but does not tattle. (8) 

7. Tries to prevent the spread of disease. (8) 

8. Is serious in attitude toward work. (8) 

9. Takes pride in the appearance of school property, doing his part to keep the 

cloak-room in order; picking up paper from floor and stairs, etc. (7) 

XII. COURTESY AND CONSIDERATION 

1. Is tactful, avoiding saying or doing that which would pain or annoy 

another. (8) 

2. Is courteous in the many little everyday acts. (7) 

3. Is attentive when some one else is talking. (7) 

4. Is thoughtful in making requests of others, including helpers. (6) 

5. Does not interrupt others needlessly. (6) 

6. Avoids whispering when it will annoy others. (5) 

7. Acknowledges favors graciously. (5) 

8. Avoids abruptness of speech when addressing a person or replying to a 

question. (5) 

9. Waits quietly in turn for some privilege. (4) 

10. Allows older persons or pupils in front of him to pass through doorways 

or into the elevator first. (4) 

11. Laughs and talks quietly. (4) 

12. Is mannerly at lunch. (4) 



40 TEACHERS COLLEGE BULLETIN 

XIII. COOPERATIVENESS 

1. Gives up his own preferences when they interfere with the good of the 

group. (9) 

2. Participates in group activities and school enterprises. (8) 

3. Gives criticism in a courteous manner, and profits by the suggestions of 

others. (8) 

4. Does his part in making the recitation profitable and interesting. (7) 

5. Enjoys working and playing with others. (6) 

6. Is a good mixer. (6) 

7. Takes his place in line quickly and quietly. (4) 

XIV. GENEROSITY AND BROAD-MINDEDNESS 

1. Shows a spirit of helpfulness and service to others. (9) 

2. Gives time and money to worthy causes. (8) 

3. Is democratic. (10) 

4. Appreciates other nations and races and their contributions. (10) 

5. Is sympathetic with the opinions of others, including those who differ with 

him. (8) 

XV. LOYALTY 

1 . Respects those in authority. (9) 

2. Takes pride in his group and in the school, and tries to foster the right kind 

of spirit. (9) 

3. Expresses loyalty by removing his hat when the flag is presented or when 

the national anthem is sung. (8) 

4. Honors those who have rendered distinguished service. (7) 

XVI. APPRECIATION 

1. Is reverent in worship. (10) 

2. Chooses good associates. (9) 

3. Has a high standard of workmanship and tries to measure up to it. (8) 

4. Enjoys the beautiful in art and nature. (6) 

5. Enjoys good literature. (6) 



MEASURING THE HABITS OF GOOD CITIZENSHIP 

Horary Mnnn lEkmentarg §>rljnnl 



41 



Name. 



1020 • 1021 

RT TO PARENTS 

. Grade ^ Room [0/ 



U^Ti^*^- )4-xry^-*^<L- 





QUARTER 


STUDIES 


1 


2 


. 3 


4 


English 















O 








+- 


'ir 






Language or Grammar 

Spelling 





....£ 






*-.... 

'4- 


+■ 




•J?' 









< 




History 





< 


1 




— 


— 
















Science Hygiene or Nature Study. 


-f- 


+ 

















Industrial Arts 




— 







































vv 


3y 






Number of Days Absent 

Number of Times Tardy 


1 

2. 



"0"' 















KEY TO SYMBOLS 
O average; -+- above average ; — below average ; < improvement 



Teacher's Comment 







Teacher's Comment 



Asi*~ 



Teacher's Comment : 



Third Quarter 



Teacher's Comment 



Fourth Quarter 



Report to Parents (page 1). 



42 TEACHERS COLLEGE BULLETIN 

HABITS AND ATTITUDES DESIRABLE FOR GOOD CITIZENSHIP 





FIRST QUARTER 


MAIN HEADINGS 


1 . Which are well developed. 

2. Which should be developed. (J 
2HL- u)j^«~4 cu a^-o-xjb /^vwisijiAs. 

3. Which show improvement. 


I Health and Posture 


II. Orderliness 


III. Thrift 


IV. Promptness 


V. Clear Thinking 


VI. Helpful Initiative and 
Self-Reliance 


VII. SelfControlandObedience 


VIII. Courage and Perseverance 


IX. Honesty and Trustwokthi- 




SECOND QUARTER 


X. Fair Play and Good •Sports- 


manship 


1. Which are well developed. 

2. Which should be developed. 

2EL- Qjusv^&uitLJb, asiHyisdU^^ ^ 

3. Which show improvement. 

211" ^ThutJ^i^^a -^X^^tlzy^yxJ^xrr . 

4. Remarks: 


XI. Sense of Civic Responsibil- 
ity 


XII. Courtesy andConsideration 


XIII. Co-operativeness 


XIV. Generosity and Broad 
mindkdness 


XV. Loyalty 


XVI. Appreciation 









Report to Parents (page 2). 



MEASURING THE HABITS OF GOOD CITIZENSHIP 



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LIBRARY OF CONGRESS 



021 285 576 5 






